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Learning algebra concepts, particularly those involving functions, is crucial yet challenging in mathematics education. Research suggests that collaborative learning, where students work in small teams to solve math problems, can support conceptual learning. However, collaborative problem solving (CPS) is complex and requires students’ social and cognitive skills for success. This study investigates the impacts of guided facilitation on supporting CPS in mathematics tasks during small-team collaboration. Using epistemic network analysis and sequential pattern mining, we analyzed chat logs from student teams and human facilitators and compared the interactions in facilitated and unfacilitated teams. Results indicated that near-peer facilitation effectively promoted constructive behaviors like multiple turns of social negotiation, while reducing inappropriate communications. Different facilitation strategies, such as encouraging students to respond to each other or clarify their statements, elicited targeted CPS behaviors, possibly leading to improved team performance. Findings have practical implications for facilitating CPS in mathematics classrooms.